广告调查（第二版）英文 指导手册 Davis-Instructors-Manual-ch05 Collecting Qualitative Insights

AdvertisingResearch:Instructor’sManual

Copyright©2012PearsonEducation,Inc.publishingasPrenticeHall

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AdvertisingResearch:Instructor’sManual

Copyright©2012PearsonEducation,Inc.publishingasPrenticeHall

5. CollectingQualitativeInsights

ChapterGoals

Thechapterisdesignedtohelpstudentsunderstand:

•theadvantagesanddisadvantagesofdifferentapproachestoqualitativeresearchandthecollectionofqualitativeinformation.

•thecharacteristicsandappropriateuseofdirect,projectiveandprocessinterviewingtechniques.

•howtoplanforandcarryoutthequalitativeinterview,includingwhenandhowtoprobeforadditionalinsights.

NotestotheInstructor

Thechapterdiscussesvarioustechniquesforcollectingqualitativeinsights.Examplesofallquestiontypesareprovided.Classdiscussioncanbeusedtosolicitadditionalexamplesfromstudentsandclassactivitiescanaskstudentstointervieweachother.

TheChapterLectureprovidesaguidetokeytopicsandcontent.ThePowerPointslides(davis_adresearch_ch5.ppt)provideadditionaldetailandexamplesofquestiontypesandqualitativeinterviewingtechniques.

ChapterLecture

I.IntroductiontoQualitativeResearch

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Definition:Qualitativeadvertisingresearchentailstheintensiveinterviewingofasmallnumberofindividualstoacquiredetailed,in-depthinsightsintotheirattitudes,beliefs,motivations,andlifestyles.

Goal:Toprovideabetterunderstandingwhypeopleactastheydoratherthannumericdescriptionsofwhatpeopledoandthink.

Uses:(1)tomovebeyondinformationobtainedindirect,structured,primarilyclosed-endedquestioning;(2)toobtainpreliminaryorbackgroundinformationwhenlittleiscurrently

known;(3)tohearconsumersexpresstheirideasintheirownwords,and(4)tocomplementquantitativeresearch.

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Advantagescomparedtoquantitativeresearch:(1)oftenquickerandlesscostly,(2)moreflexible.

Limitationsofqualitativeresearch:(1)generalizationsarelimited,(2),smallsamplesizespreventnumericdescriptionsoffindings,and(3)interpretationismoresubjective.

II.PersonalandFocusGroupInterviews

A.PersonalInterviews

Typicallytakebetweenthirtyandsixtyminutes.

Areafreeflowing,yetstructuredconversationbetweeninterviewerandrespondent.Interviewerisfreeto:(1)pursueeachtopicindifferentwayswithdifferentrespondents,and(2)createquestionsandtoproberesponsesthatseeminterestingandrelevanttothegoalsandinformationalneedsmotivatingtheresearch.

Areappropriateforsituationsinwhichextensive,detailedprobingofattitudes,behaviors,motivations,orneedsisrequired.Eliminatesthepotentialforgrouppressureorsocialnormstoalterordiscouragehonestyinresponse.

B.FocusGroupsandMinigroups

Arethefocuseddiscussionofagroupofindividualsledbyatrainedmoderator.Theylastaboutoneandone-halftotwohours.Focusgroupsgenerallyconsistofbetweeneightandtwelveindividualswhileminigroupsgenerallyconsistofbetweenthreeandsixindividuals.

Focusgroupflexibilitymakesitacommonapproachformeetingmanymarketerandadvertiserinformationalneeds,particularlyintheareasofnewproductideageneration,productpositioningandproductperceptions,creativeproductandpackagescreening,andexplorationsofconsumers'attitudes,beliefs,needsandmotivations.

Focusgroupadvantagesversuspersonalinterviews:(1)interactivenatureofthediscussionhelpsparticipantsexpandonandrefinetheirownopinions,(2)areoftenmorestimulatingandexcitingforparticipants,(3)canbemorespontaneous,(4)canbequickertoconductandanalyze,and(5)perrespondentcostisgenerallylower.

Focusgroupdisadvantagesversuspersonalinterviews:(1)possibilitythatonerespondentwilldominatethediscussionorimposeaparticularpointofview,(2)potentialformoderator-introducedbias,(3)possibilitythatgrouppressurescandistorttheexpressionofindividualopinions,and(4)dataandinsightsrepresentsgroup,notindividual,data.

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III.DirectQuestionTypes

Askanindividualtorespondtoafocusedandgenerallynarrowrequestforinformation.Questiontypesinclude:Specification,Structural,Grandtour,Idealization,Hypotheticalinteraction,andThird-personquestions.

A.SpecificationQuestions

Areexplicitrequestsforspecificrationaloremotionalinformation.Theyaremostusefulforprovidingbackgroundinformationorforlayingthefoundationformoreextensivediscussion.Theyshouldalwaysbeaskedinanopen-endedmanneras“how”or“what”questions.

Examples:“Whatarethenamesofallthebrandsofsodathatyouhaveconsumedwithinthepastweek?”and“Howdidyoufeelwhenyoudiscoveredthechipshadnofatbut880mg.ofsodiumperserving?”

Avoidasking“why”asthisisadifficultquestiontoverbalizeanswerandmaymakerespondentdefensive.Don’task“Whydidyouswitchbrandsoftoothpaste?”Insteadask,“Whataresomereasonsforyourswitchtoyournewbrandoftoothpaste?”

B.Structuralquestions

Identifytherangeoffeelingsand/orknowledgewithinaspecificarea.Structuralquestionsarethestartingpointfortheenumerationofalonglistofthoughtsorfeelings.

Examples:"Whatarethedifferentwaysthatyouandyourfriendstalkaboutsocialnetworkingsites?"or"Whatarethedifferentcriteriayouusetoevaluatedifferentsearchengines?"

C.Grandtourquestions

Askrespondenttoreconstructaroutine,procedure,activity,oreventthattookplaceataparticulartimeinhisorherlife.Thisprovidesanunderstandingof(1)whatapersondid,(2)whytheymadecertaindecisions,and(3)thefeelingsassociatedwiththedecisions.

Example:“Youmentionedthatyoupurchasedanewcellphonewithinthepastmonth.Canyoupleasedescribeformetheeventsthatleduptothepurchaseandselectionofyourparticularphone?Startatthepointwhenyoufirstdecidedyouneededanewphoneandtellmeyourthoughtsandactionsateachstepintheprocess.”

Thingstokeepinmind:(1)don’trush,(2)keepthefocusonthepast,(3)don’tlosefocusontheprocess.

D.Idealizationquestions

Askarespondenttospeculateabout"theideal,"forexample,theidealproductoridealtypeof

productcategoryinadvertising.Oncetheidealisdescribed,thenspecific,existinginstancesarediscussedwithinthecontextof(orcomparedto)theideal.

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Example:Respondentmightbeaskedto"describetheidealdishwashingdetergent"afterwhichthecharacteristicsofspecificdishwashingproductsarecomparedtotheideal.Thegap

betweenexistingandidealproductcharacteristicsprovidesdirectionforidentifyingpotential

productgapsandnewproductopportunities.

E.Hypothetical-Interactionquestions

Presentaplausiblesituationandasktherespondenttoverbalizehowheorshewouldrespondinthatsituation.Thesituationcandescribearespondent'sinteractionwithotherindividualsorproducts.

Example:“ImaginethatthedirectorandcreatorofCalvinKleinjeansadvertisingweresittingacrossthetablefromyou.Describehowyouwouldfeelandwhatyouwouldbethinking.Whattypesofquestionsmightyouaskthesepeople?Whatwouldyouanticipatetheiranswersto

yourquestionsmightbe?”

F.Third-personquestions

Thesecanbeusedtofollow-uponresponsesfromthepriorquestionswithnonthreateningchallengescouchedintheformofdetachedquestions.Theyaskforelaborationwithinthecontextofananonymous,absentperson.

Example:“Yousaidthatyouthinkunlimitedtextmessagingisthemostimportantfactorintheselectionofacellphoneplan.SeveralotherswhomI'vetalkedtosaythesamething.But,I’vealsoheardquiteafewindividualswhohavesaidthatcoverageandvoicequalityarethemostimportantconsiderations.Whatdoyouthinkaboutthispointofview?Dotheyhaveapoint?Whatwouldyousaytothesepeopletoconvincethemthatyourpointofviewisthemostvalid?”

IV.ProjectiveTechniques

Theseareusedwhenverbal,directquestionsfailtogetbeneaththesurfaceorwhenrespondentsareunableorunwillingtoverbalizetheirthoughtsandfeelingsbecausetheybypassconsciousresistancetodirectquestioning.

Responsestoprojectivetechniquesarenottakenatfacevaluebutareinterpretedintermsofunderlyingmeanings.

Advertisingresearchusesthreetypesofprojectivetechniques:

• techniquesthatuseverbalstimuliandresponses(wordassociation,sentenceandstorycompletion),

• techniquesthatrequiretheuseofimaginationorscenarios(personification,anthropomorphism,androleplaying),and

• techniquesthatusepicturesasstimuli.

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A.TechniquesUsingVerbalStimuli

1.WordAssociation

Thisasksanindividualtoquicklyrespondtothepresentationofwordsorphraseswiththefirstthingorthingsthatcometomind.

Example:Anairlinemightaskintervieweestorespondtofourpotentialtaglines:"bestinthesky,""on-time,everytime,""yourfriendinthesky,"and"theairlineofpamperedpassengers."Afteralltaglineshavebeenrespondedto,theinterviewercanthenreturntoandprobeeachresponse.

2.SentenceandStoryCompletion

Thisrequiresarespondenttodrawonhisorherownattitudesandbeliefsinordertocompleteanincompletesentenceorstory.Becauseoftheemphasisonspeedofresponse,internaldefensesandself-editingtendstobegreatlyreduced.

Example:completethesentence"Thetypeofpeoplewhoreallyliketospendlotsoftimeon

Myspaceare..."

Storycompletionisanexpandedversionofsentencecompletion.Itbeginswiththeinterviewerreadingpartofastorytotherespondent.Atsomepointthenarrativeendsandtherespondentisthenaskedtoprovidetheendofthestory.

Example:ImaginethatFirstSavingsBankhasanadvertisingcampaigndesignedtoincreasefavorableperceptionsofthefriendlinessandresponsivenessoftheirloanofficersversustheirmajorcompetitor,theFirstNationalTrust.

Storycompletionwouldbe:

Thinkaboutamanandwomanwhohavebeenmarriedforfiveyears.Theyowntheirownhomeandhaveacquiredenoughequityintheirhometotakeoutahomeequityloan.Theywishtousetheloantofinanceavacation.

Thehusband,Tom,andwife,Mary,arediscussingtheirownoptionsafterdinneroneevening.Theyaretyingtodeterminewhichbankstoapproachfortheloan.Theypickuptheday'snewspaperandseeadsforFirstSavingsBankandFirstNationalTrust.Theybegintodiscussthesebanks.

TomsaystoMary,"WhataboutFirstSavingsBank?"Marysays

AftertheydiscusstheFirstSavingsBank,Marysays,"WhataboutFirst

NationalTrust?'Tomsays

.

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B.TechniquesRequiringImaginationorScenarios

1.PersonificationandAnthropomorphism

Personificationandanthropomorphismaskindividualstorelateabrandorcompanytoawell-knownperson,fictionalcharacterorevenananimal.Usedtouncoversubtleimagecharacteristicsthatmightotherwiserequireunusualhighverbalfacilitytocommunicate.

Therearetwodifferentapproachestopersonificationandanthropomorphism.

Firstapproachexample:“ThinkaboutaJeepautomobile.IfaJeepweretoturnintoacelebrityorotherfamousperson,whowoulditbe?Writedownyourfirstthoughtonthepadinfrontofyou.Now,thinkaboutChevroletautomobiles.IfaChevroletweretoturnintoacelebrityorotherfamousperson,whowoulditbe?Writedownyourfirstthoughtonthepadinfrontofyou.”

Secondapproachexample:constructalistofpersonalitycharacteristicsandaskrespondentstocheckallthecharacteristicsthattheyfeelapplytoonebrandorcompanyversusanother.

2.Role-playing

Ratherthandirectlyaskingapersonwhatheorshethinks,theprobeiscouchedintermsof"Whatwouldyourneighborthink?"or"Howdoyouthinktheaveragepersonwouldreact?"Thisworkswellwhentheareaunderexplorationissensitiveorresponsesmayruncountertosocialorothernorms.

C.PicturesasStimuli

1.PictureProjection

Thisusesvisualratherthanverbalstimuli.Therespondentisshownapictureandisthenaskedtoprovidethedialogue,thoughts,orfeelingsofotherindividualsinthedrawing,forexample:

PictureA:Thiscoupleisthinkingaboutbuyinganewcar,inparticular,theFordFocus.Butfirst,theywanttodotheirhomework.Whattypesofinformationdoyouthinktheyarelookingfor?Canyounamethespecificwebsitesthattheymightvisit?Willtheyvisitanyblogsor

othersocialnetworkingsites?Whydoyouthinkthisisthecase?What,ifanything,doyouthinktheywillprintoutandtaketothedealership?

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PictureB:ThecouplehasarrivedattheForddealership.What’sgoingthroughtheirmindsastheyareabouttoenter?Canyoudescribetheirthoughtsandemotions?Whataretheirexpectations?Dotheyhaveanyfearsoranxiety?Howdohisthoughtsandexpectationsdifferfromhers?Howarebothsimilar?

PictureC:Onceinsidethedealershipthecoupleseestwosalespeople.Whataretheirfirstthoughts?Aretheypositiveornegative?Dohisthoughtsdifferfromhers?How?Whichsalespersondotheyapproach?Why?Whatdotheyexpectfromthepersontheyselected?

2.PictureSorts

Askrespondentstosortpicturesofindividualsbasedonthebrandstheythinkthepicturedindividualsaremostlikelytouse.Requiresawiderangeofpicturedindividuals.Foursteps:

1.Identifythetargetsetofbrands.

2.Placethelogoorpictureofeachbrandidentifiedinthepriorsteponanindexcardplusaddacarlabeled“Other.”Putallthecardsoutinarow(ortworowsifspaceisshort)infrontoftherespondent.

3.Explaintotherespondentthatyouwanttolearnabouthowheorshethinksabouttheusersofthedifferentbrandsshownontheindexcards.Associatepictureswithbrands.

4.Foreachbrand,asktherespondenttoexplainwhattheindividualsplacedtogetherhaveincommon.Whendone,askifthereareanyadditionalcharacteristicsthatdistinguishindividualsplacedindifferentpiles.

V.ProcessTechniques

Movebeyondsinglequestionsorfocusedactivitiesandrequiremoreextensive,activeinvolvementonthepartoftherespondent.

A.RepertoryGrid

Thishelpsmarketersandadvertisersidentifytheattributesandbenefitsconsumersusetodifferentiatebetweenbrandsandproducts.Itisdiscussedintermsof“constructs”whichtendtodivideagroupofobjectsintotwomutuallyexclusivegroups.

Example:Constructsforasearchenginemightbe:Clutteredresultsunclutteredresults

Providesusefulsearchresultsprovidesmanywastedresults

Quickslow

Therepertorygridprovidestwoimportantconsumerinsights:(1)Itidentifiestheconstructs,dimensions,andbenefitsconsumersusetodistinguishbetweenbrands,and(2)providesinsightsintoabrand’scompetitiveposition.

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B.Laddering

Oncethedimensionsthatconsumersusetodistinguishbetweenbrandsareidentified,ladderingworkswelltomakeexplicitmeaningsandvaluesconsumersassociatewiththesedimensions.Ladderingassumesthatdimensionsareonlythestartingpointforconsumers,andthatthatpersuasiveadvertisingstrategyrespondstothebenefitsandvaluesthatconsumersassigntothesedimensions.

(Examplesofmovingupanddowntheladderareprovided.)

C.MoodBoards

Thesearecollagescreatedbyarespondent.Thecollageisintendedtorepresentarespondent’sthoughtsandfeelingswithregardtoaparticularbrand,company,productcategory,brandusergrouporotherobjectsorindividualsofinterest.Itworkswellinbothapersonalandfocusgroupsetting.

Instructions:“I’veprovidedalargepileofmagazines,scissors,glueandalargeblankboard.Welcomebacktokindergarten.I’dlikeyoutothinkaboutyourgoals,aspirations,and

dreamswithregardtointernationaltravel.Pleasegothroughthemagazinesandcutoutthose

picturesthatyouthinkbestrepresentthesethingsforyoupersonallyandthenpastethepicturesontheappropriateboard.Youcancutoutanypicturesyouwant…picturesofpeople,places,thingsandtext.Whateveryouthinkprovidesagoodrepresentation.Thechoiceisyours.Whenyouarealldone,I’dlikeyoutoexplainyourselectionsonyourboardtome.”

Valueliesnotonlyinthefinishedmoodboardbutalsointhediscussionrelatedtotheprocessofhowtheboardwasconstructed.Additionally,whenusedinfocusgroups,a“compareandcontrast”discussionacrossthedifferentboardsoftenprovidesvaluableinsights.

D.AdCreation

Thisisavariationofmoodboards.Ithelpsanadvertiserbetterunderstandconsumers’attitudestowardcategoryadvertisingandtherelativeimportanceofdifferentproductbenefits.Adcreationworksinbothapersonalandfocusgroupsetting,althoughthediscussioninafocusgrouptendstobeveryilluminating.Respondentsaregivenawiderangeofcategoryadvertisingandareaskedtocutandpasteinordertomakethepreferredofbestadoftheir

own.

Elementsinthefinaladillustraterespondent’sbeliefsandpriorities.

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VI.TheQualitativeInterview

Thisbeginswithaninterviewguidewhichprovidesanorderedlistofthequestionstobeaskedaswellasremindersforanyrequiredprobesorfollow-upquestions.

Whilethequestionsontheinterviewguidemaynotbeaskedverbatim,itisneverthelessimportantthatquestionwordingbeappropriateforqualitativeresearch,forexample:

• Keepquestionsshortandprecise

• Askonlyonequestionatatime

• Avoidquestionsinwhichtheansweriseithergivenorimplied

• Avoid“why”questions

• Useopen-versusclosed-endedquestions

A.ActiveListeningandProbes

Probesandfollow-upquestionsprovidetheopportunityfordeeperexplorationofresponses,fortheclarificationofissues,andfor"pushing"respondentstoprovidedeeper,moremeaningfulresponses.

Aprerequisitetothemeaningfulprobingofresponsesisactive(asopposedtosimpleorpassive)listening.

•Simplelisteningshowstherespondentthatwhatheorsheissayingisimportant(forexample,"Yes,tellmemore,""that'sinteresting,whatelse”)

•Activelisteningprobesrespondtothesignificanceandcontentoftherespondent'sremarksby(1)usingtherespondent'sownwordsinprobesandfollow-upquestions,(2)drawingattention(inanonthreateningandnonjudgmentalway)toconflictingstatements.

Additionalsuggestionsforappropriateprobes:

• Followuponwhattherespondentsaysusingtherespondent'sownwords

• Askfollow-upquestionstoresolveambiguityandtoincreaseclarity

• Donotaskprobesorfollow-upquestionsfortheirownsake.Eachmusthavearoleinadvancingtheinterviewordiscussion

• Trynottointerruptorcausetherespondenttolosehisorhertrainofthought.Probeandfollowupatlogicalstoppingortransitionpoints

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• Useprobestoadddepthbyaskingforconcretedetails

• Useprobesthataresimple,direct,andeasyfortherespondenttounderstand

• Useprobesandfollow-upquestionstostimulateaffectiveaswellascognitiveresponses

B.SettingtheRightEnvironment

Successfulqualitativeresearchisconductedinanenvironmentinwhichrespondentsfeelsafe,comfortable,andfreetoexpresstheiropinions.Itisaccomplishedwhentheinterviewerormoderatorinteractswithrespondentsinanonjudgmentalmanner.

C.Rapport

Thisisanimportantcomponentoftheintervieworgroupsetting.Interviewconditionsandinterviewer'sactionsaffect